Oeschger Thomas P, Makarova Elena, Raman Evren, Hayes Beatrice, Döring Anna K
Institute for Educational Sciences, University of Basel, Basel, Switzerland.
School of Social Sciences, University of Westminster, London, UK.
Eur J Psychol Educ. 2024;39(4):3633-3660. doi: 10.1007/s10212-024-00849-y. Epub 2024 Jun 17.
Values education within the school context is, among other elements, shaped by a value-related school climate as well as teachers' value-related educational goals. This longitudinal study investigated the interplay between these two elements over fifteen months, starting in March 2021, and including four points of measurement ( - ). The sample consisted of 118 primary school teachers (years 1 and 2) from primary schools in Switzerland. Teachers' value-related educational goals were measured with the , and teachers' perception of their school climate was measured with the . along with for missing data were used to investigate the reciprocal relationships along the four dimensions of value-related educational goals represented by Schwartz's , , , and and their corresponding dimensions of a perceived value-related school climate of , , , and For the dimensions " and ," the analyses revealed that the perceived value-related school climate of predicted teachers' value-related educational goals of significantly from to , while an effect in the opposite direction from to and from to was found. For the dimension " and ," the analyses revealed that the perceived value-related school climate of predicted teachers' value-related educational goals of from to . These findings are discussed in light of the dynamic processes of values education within the school environment as well as in the context of environmental and societal developments.
The online version contains supplementary material available at 10.1007/s10212-024-00849-y.
在学校环境中进行价值观教育，除其他因素外，还受到与价值观相关的学校氛围以及教师与价值观相关的教育目标的影响。这项纵向研究调查了这两个因素在2021年3月开始的十五个月内的相互作用，包括四个测量点（-）。样本包括来自瑞士小学的118名小学教师（一年级和二年级）。教师与价值观相关的教育目标通过……进行测量，教师对学校氛围的感知通过……进行测量。使用……以及……处理缺失数据，以研究由施瓦茨的……、……、……和……所代表的与价值观相关的教育目标的四个维度及其相应的感知到的与价值观相关的学校氛围维度……、……、……和……之间的相互关系。对于“……和……”维度，分析表明，感知到的与价值观相关的学校氛围……从……到……显著预测了教师与价值观相关的教育目标……，而从……到……以及从……到……发现了相反方向的影响。对于“……和……”维度，分析表明，感知到的与价值观相关的学校氛围……从……到……预测了教师与价值观相关的教育目标……。根据学校环境中价值观教育的动态过程以及环境和社会发展的背景对这些发现进行了讨论。
在线版本包含可在10.1007/s10212-024-00849-y获取的补充材料。
